A Midsummer Night's Dream by William ShakespeareEdited by Jonathan Bates & Eric RasmussenPublished by The Royal Shakespeare Company 2008ABC Activities by Emily Quinlan Spring 2011
Photo Source: Book CoverA- Anticipation Activities1. The Poetry of Shakespeare (Vocabulary, Fluency, Phonics, and Comprehension)Production and Distribution of Writing W.8.6.Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
Sonnet Link from Writing FunShakespeare is a new topic to many students entering eighth grade. Some may have heard of him while others my be a blank slate. Others may have even heard horror stories from their siblings about Shakespeare. The writing style of Shakespeare is in iambic pentameter which is a very difficult style for students to understand right away. With this activity students will read the handout on iambic pentameter, and we will practice using this style. Additionally, I want the students to get used to an easier style of Shakespeare, the sonnet, in order to get comfortable with his writing. Students will learn about sonnets on writing is fun. From this they will create their own sonnet, and place it on the class VoiceThread. They will also turn in a copy of their sonnet. Using this information, I can assess if the students understand what a sonnet is and their fluency by how they sound on the VoiceThread. 2. Life During the Time of Shakespeare (Comprehension, Vocabulary, and Phonics)Integration of Knowledge and Ideas RH.6-8.8.Distinguish among fact, opinion, and reasoned judgment in a text.Life in Elizabethan England Students need to gain good background knowledge on the author in order to understand where the author is coming from. The times that Shakespeare lived in were extremely influential when it came to his writing. With this activity students will read the document, and the different facts about the time of Shakespeare. After researching the website, student will then create a Glogster on two different topics that he or she was interested in. Furthermore, the students will need to answer a journal question that is related to the assignment. The student will need to use the vocabulary of that time (i.e draper or Old World Theatre) in order to understand how these words were used in everyday language in the past. This is good activity for student to take a new topic and make it relate to them. When I receive the Glogster, I will be able to asses if the student actually did the research, stayed true to the facts, was able to use the words in the right context, and if he or she has a good understanding of the times of Shakespeare. 3. Elements of the Drama of Shakespeare (Comprehension&Vocabulary)Craft and Structure RL.8.6.Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.Shakespeare's writing is in a genre of its own. There are many different elements that makes a Shakespearean comedy. The students need to know these terms and how they are used in the play in order to understand Shakespeare's writing style and humor throughout the play. For this activity the student will fill out this chart as we read the play. They need to cite what lines it was found, the character or characters that said the lines, and why it is important that this element is in a Shakespearean comedy. The students will be assessed by turning in their chart, and I will check the lines that he or she states in order to see if they understand the concept. My hope for this assignment is that as the students progress through their education that they will be able to refer to this chart as they read more complicate by plays by Shakespeare. B- Building Knowledge Activities1. What Happened? (Comprehension)Range of Reading and Level of Text Complexity RL.8.10By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.Sequencing events is an important concept that students should have a good grasp on. This is true when it come to Shakespeare, since his plots are sometimes complicated and different story lines intertwine with one another. This is a whole group assignment. After we have finished a section of text the students will continuously update this chart on their own. The reason for this is because if student puts an event in the wrong order, another student can fix the mistake. I like when students are able to learn from one another and correct each other's mistakes. It makes the students empowered by being in charge of their own learning. The assessment for this assignment will be when they turn in the chart and explain the order. If their is a mistake on the chart, I will hope that one of them sees it in order to fix the chart. If there is a debate on which part comes first, then the students will need to cite textual evidence. 2. Be the Play (Fluency, Vocabulary, Phonics, and Comprehension)Comprehension and Collaboration SL.8.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
The English uses throughout the play is completely different throughout the play. Today, there is a not a person who speaks like this unless they are an actor in one of Shakespeare's plays. I would like to see the students comprehension of the text by them making modern day translations of the text using Writeboard. This way the students will be able to have the play in language that they understand, and once it is all translated students will receive a copy of the whole translated play. Unfortunately, some important aspects of a play can get lost in translations. This is why the students will be assessed by acting out the play. If an important element is missing in their translation the students will be able to see that it is lacking since they did the sequencing chart. This way students can fix their translation and everyone can have a great resource for the future. Students will also answer a journal question that is related to their text that they translated in order to make personal connection to the text. 3. Read All About It! (Comprehension & Vocabulary)Knowledge of Language L.8.3.Use knowledge of language and its conventions when writing, speaking, reading, or listening.Lovers of Athens Newsletter (LetterPop)A Midsummer Night's Dream is great play for students to write about the different magical events that happen throughout the play or the different characters. For this activity students will need to make a newsletter, by using LetterPop, that is about the characters or about an important even that happened in the play. The students will need to cite the lines that they use in the newsletter. I like to keep this assignment open-ended because students can relate more to the text if they can write about something that is important to them. From this activity I will be able to assess if the student understands the importance that each character has in the play or if the student is able to summarize key events that happen in the play. The students will also be assessed on their spelling and grammar that they use in the newsletter assignment, especially when it comes to citing text, because if it is cited wrong the text can potentially lose some if its meaning. This will be then made into a magazine for the students to keep. C- Consolidating Activities1. Movie Comparison (Comprehension & Vocabulary)Integration of Knowledge and Ideas RL.8.7.Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.Many times, movies do not stay true to the original text. Some students believe that if they watch the movie that he or she will understand what is happening in story. Directors like to add their own style when it comes to movies, especially ones that are based from books. Students should recognize when movies are true to the original text and when they are not. For this assignment we will watch the movie A Midsummer Night's Dream (1968) that is directed by Peter Hall. Throughout watching the movie students will compare the similarities and differences that they see as they watch the movie. Afterwards, we will have a class discussion in order to evaluate and brainstorm ideas on why the author would take the movie in the direction that he did. Students will be assessed by turning in their chart and having the whole piece of paper filled out. This shows me that they paid attention to the movie or that they at least paid attention to the class discussion. 2. Newscast (Comprehension, Fluency, and Vocabulary)Key Ideas and Details RL.8.1.Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.A reporter needs to have their facts correct. Reporters also need to find evidence that support their analysis of the certain event. This is what my students will need to do for this activity. They will need to make a Podcast, using PodOmatic, that summarizes an event in the play. Students will each be assigned a different event because many times reporters do not get to choose their topics. In this Podcat students will need to make a radio or television station name, either record audio or make a video, and the students must use evidence from the text as quotes from different characters in the text. The quotes must be cited and they must be from the event that the student is reporting on. Students will be assessed on their comprehension of what happened in the play, use vocabulary from the text, and be able to fluently speak the lines of Shakespeare that he or she is using. Maybe this will help a student decide that he or she wants to become a reporter. 3. Similar Books (Comprehension & Vocabulary)Range of Reading and Level of Text Complexity RL.8.10.By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.
Books and plays are related to each other and sometimes they are not. Shakespeare was extremely influential on contemporary playwrights. In fact, Shakespeare is considered one of a greatest authors of all time. For this assignment I want to read the opening acts of two of the other plays on the bookshelf. I want them to analyze if Shakespeare had an impact on with elements of his writing on the other authors. Students can also find poetry books using Shelfari. I also want the students to compare and contrast the beginning and ending acts of each play. For bonus points students can read an extra. My assessment of this assignment will be through the students placing a contemporary book, poem, or even rap on the shelf that may have been influenced by Shakespeare. With this assignment, I want students to know that even though they are done reading Shakespeare for now, that they will see his influence throughout their reading career. Assessment1. Assessment for the Anticipation Activities is informal mixed with formal assessment. Since Shakespeare is such a new topic for most students, I want them to be able to get as much as experience with it as possible. Furthermore, I want the students to play around with the writing of Shakespeare, the times of Shakespeare, and the different elements that he uses in his plays. I will not move on from anticipation activities until I am positive that students are able to relate to Shakespeare. I do not want my students to get scared of Shakespeare since they will have to read him throughout their English career. Informal assessment will be done by how many times the student participates in discussion if he or she asks questions, and if the student shows me that he or she is comfortable with Shakespeare. Formal assessment is done by the different artifact that the students will turn into me when they are completed. 2. Assessment for the Building Knowledge Activities will be is formal, with rubrics being used for the assignments. When doing a more complicated text such as Shakespeare it is good for students to have step-by-step instructions, as well as what is expected them in the assignment. I want my students to be able to comprehend the play as much as possible with as little stress as possible. I also want to make the activities fun in order for the students to relate to them, without them even knowing that they are doing Shakespeare, or even certain aspects of Language Arts. With the steps that are given to them, I hope that they will be able to carry them on into future classes. 3. Assessment for the Consolidation Activities will be through authentic assessment. I am not a huge fan of tests, and I believe that when it comes to Shakespeare a test is not an appropriate assessment tool to use. There are many elements of Shakespeare that I want my students to comprehend and not just cram in their heads only to brain dump it later. Students will be studying Shakespeare throughout high school, whether they like it or not, and if I can make it fun they can enjoy what they read. I also want students to see that even though the writings of Shakespeare are from a long time ago, that his influence is still in their contemporary lives. My hope for my students is that they will enjoy learning about Shakespeare, and hope to learn more about him in the future.
Photo Source: Book CoverA- Anticipation Activities1. The Poetry of Shakespeare (Vocabulary, Fluency, Phonics, and Comprehension)Production and Distribution of Writing W.8.6.Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
2. Life During the Time of Shakespeare (Comprehension, Vocabulary, and Phonics)Integration of Knowledge and Ideas RH.6-8.8.Distinguish among fact, opinion, and reasoned judgment in a text.Life in Elizabethan England
Students need to gain good background knowledge on the author in order to understand where the author is coming from. The times that Shakespeare lived in were extremely influential when it came to his writing. With this activity students will read the document, and the different facts about the time of Shakespeare. After researching the website, student will then create a Glogster on two different topics that he or she was interested in. Furthermore, the students will need to answer a journal question that is related to the assignment. The student will need to use the vocabulary of that time (i.e draper or Old World Theatre) in order to understand how these words were used in everyday language in the past. This is good activity for student to take a new topic and make it relate to them. When I receive the Glogster, I will be able to asses if the student actually did the research, stayed true to the facts, was able to use the words in the right context, and if he or she has a good understanding of the times of Shakespeare.
3. Elements of the Drama of Shakespeare (Comprehension&Vocabulary)Craft and Structure RL.8.6.Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
B- Building Knowledge Activities1. What Happened? (Comprehension)Range of Reading and Level of Text Complexity RL.8.10By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.
2. Be the Play (Fluency, Vocabulary, Phonics, and Comprehension)Comprehension and Collaboration SL.8.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
3. Read All About It! (Comprehension & Vocabulary)Knowledge of Language L.8.3.Use knowledge of language and its conventions when writing, speaking, reading, or listening.Lovers of Athens Newsletter (LetterPop) A Midsummer Night's Dream is great play for students to write about the different magical events that happen throughout the play or the different characters. For this activity students will need to make a newsletter, by using LetterPop, that is about the characters or about an important even that happened in the play. The students will need to cite the lines that they use in the newsletter. I like to keep this assignment open-ended because students can relate more to the text if they can write about something that is important to them. From this activity I will be able to assess if the student understands the importance that each character has in the play or if the student is able to summarize key events that happen in the play. The students will also be assessed on their spelling and grammar that they use in the newsletter assignment, especially when it comes to citing text, because if it is cited wrong the text can potentially lose some if its meaning. This will be then made into a magazine for the students to keep.
C- Consolidating Activities1. Movie Comparison (Comprehension & Vocabulary)Integration of Knowledge and Ideas RL.8.7.Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.
2. Newscast (Comprehension, Fluency, and Vocabulary)Key Ideas and Details RL.8.1.Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.A reporter needs to have their facts correct. Reporters also need to find evidence that support their analysis of the certain event. This is what my students will need to do for this activity. They will need to make a Podcast, using PodOmatic, that summarizes an event in the play. Students will each be assigned a different event because many times reporters do not get to choose their topics. In this Podcat students will need to make a radio or television station name, either record audio or make a video, and the students must use evidence from the text as quotes from different characters in the text. The quotes must be cited and they must be from the event that the student is reporting on. Students will be assessed on their comprehension of what happened in the play, use vocabulary from the text, and be able to fluently speak the lines of Shakespeare that he or she is using. Maybe this will help a student decide that he or she wants to become a reporter.
3. Similar Books (Comprehension & Vocabulary)Range of Reading and Level of Text Complexity RL.8.10.By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.
Assessment1. Assessment for the Anticipation Activities is informal mixed with formal assessment. Since Shakespeare is such a new topic for most students, I want them to be able to get as much as experience with it as possible. Furthermore, I want the students to play around with the writing of Shakespeare, the times of Shakespeare, and the different elements that he uses in his plays. I will not move on from anticipation activities until I am positive that students are able to relate to Shakespeare. I do not want my students to get scared of Shakespeare since they will have to read him throughout their English career. Informal assessment will be done by how many times the student participates in discussion if he or she asks questions, and if the student shows me that he or she is comfortable with Shakespeare. Formal assessment is done by the different artifact that the students will turn into me when they are completed. 2. Assessment for the Building Knowledge Activities will be is formal, with rubrics being used for the assignments. When doing a more complicated text such as Shakespeare it is good for students to have step-by-step instructions, as well as what is expected them in the assignment. I want my students to be able to comprehend the play as much as possible with as little stress as possible. I also want to make the activities fun in order for the students to relate to them, without them even knowing that they are doing Shakespeare, or even certain aspects of Language Arts. With the steps that are given to them, I hope that they will be able to carry them on into future classes. 3. Assessment for the Consolidation Activities will be through authentic assessment. I am not a huge fan of tests, and I believe that when it comes to Shakespeare a test is not an appropriate assessment tool to use. There are many elements of Shakespeare that I want my students to comprehend and not just cram in their heads only to brain dump it later. Students will be studying Shakespeare throughout high school, whether they like it or not, and if I can make it fun they can enjoy what they read. I also want students to see that even though the writings of Shakespeare are from a long time ago, that his influence is still in their contemporary lives. My hope for my students is that they will enjoy learning about Shakespeare, and hope to learn more about him in the future.